QUESTION 1 (50 MARKS):

1.3 Development for leaders to develop their styles (10 marks).

Leadership development refers to any activity that enhances the quality of leadership within an
individual or organization. Leadership development should be consistent with organizations
strategic objectives. As the need for leadership competencies increases, new techniques are being
introduced and old ones are being modified. Leadership competencies can be developed by:
1. Formal training: this is usually conducted away from the leaders place of work and is done
by training professionals.
2. Developmental activities: are usually embedded within the operational jog assignment. Can
be done in the form of coaching from a boss, consultant, someone at a higher level, etc.
3. Self-help activities: are carried out by the individuals on their own.
*** Draw diagram 14-2 on page 450.
A leadership development plan (LDP) is one of the measures an organization can take to improve the
skills of its leaders. The main objective of a leadership development programme is to enhance or
increase leadership effectiveness. Leadership effectiveness is measured on 3 dimensions:
Tasks (performance);
Relations (people);
Change orientation (flexibility and adaptability).

Different training is required for different levels of leadership and training must be contextualised in
terms of the industry/job as well. Therefore the leadership development programme will be
designed with these above mentioned objectives in mind.
Designing Effective Training:
In order for the training to be effective, the following objectives must be fulfilled:

Clear learning objectives,

Clear meaningful content
Appropriate sequencing of content
Appropriate mix of training methods
Opportunity for active practice
Relevant timely feedback
High trainee self confidence
Appropriate follow up activities

Special Techniques that were considered:

Behaviour role modelling: 2 methods, namely: demonstration and role playing. These are
effective to concrete behaviours that are known to be successful in a particular situation. Not
very flexible/ adaptive in real life.
Case discussion: good for increased levels of participation and creates understanding for
particular situations, and increased understanding of effective managerial behaviour.

Business games and simulations: similar to cases, however, here trainees have to deal with the
consequences of their decisions. Utilise a number of training methods: cases, role playing,
group problem solving, etc. This is a new technique and much research needs to be done to
assess it effectiveness. The short time period of simulations pose a problem as it is difficult to
ascertain whether participants translate their learning into actions.

Learning from experience:

Skills are most often learned from practice as opposed to formal training programs. The extent to
which leadership skills and values are developed during operational assignments depends on the
type of experiences afforded by these assignments. It is important that they cover the following
aspects:

Amount of challenge
Variety of task/ assignments
Relevant feedback

Developmental Activities:
These are used to supplement informal coaching by the boss or co-workers, and most of them can
be used in conjunction with formal training programmes. Activities for facilitating leadership
development include:
1. Multi-source feedback: eg 360 Degree feedback
2. Developmental assessment centres: methods include interviews, aptitude tests, personality
tests, etc
3. Developmental assignments: special assignment or those that can be carried out
simultaneously with current job to develop managerial skills
4. Job Rotation Programme: managers are assigned to work in a variety of different functions in
order to gain or enhance skills.
5. Action learning: combines formal training with learning from experience. Used to develop
cognitive and interpersonal skills.
6. Mentoring: used to facilitate management development. Provides 2 distinct functions: (1)
psychosocial function: acceptance, encouragement, coaching, counselling), (2) career
facilitation function: sponsorship, protection, challenging assignments, exposure and visibility)
7. Executive coaching: usually aimed at high level managers. Coaching is done by an internal or
external consultant, successful former executive, or behavioural scientist with extensive
experience and knowledge.
8. Outdoor Challenge Programmes: involves physical activities performed by a group in an
outdoor setting. Involves a sequence of increasingly challenging activities that requires mutual
trust and co-operation.
9. Personal Growth Programmes: designed to improve self-awareness. And overcome inner
barriers to psychological growth and development of leadership competencies.

Self Help Activities:

Focuses on what an individual can do to develop his/her own skills. Guidelines for self-development
of leadership skills:

develop a personal vision of career objectives

seek appropriate mentors
seek challenging assignments
improve self-monitoring
seek relevant feedback
learn from mistakes
learn to view events from multiple perspectives
be sceptical of easy answers.

Facilitating conditions
Must be present in order for development to take place:

support of top management

support of line manager
create a learning climate
knowing developmental criteria for placement decisions

*** 14 HR value propositions will help to operationalize plan.